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Transcript of LIVE INTERACTIVE LEARNING @ YOUR DESKTOP May 1, 2012 Developing Visual Literacy in Science K-8...
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
May 1, 2012
Developing Visual Literacy in Science K-8
Presented by: Dr. Jo Anne Vasquez
Jo Anne VasquezJo Anne Vasquez
Michael ComerMichael Comer
Frankie TroutmanFrankie TroutmanNSTA Press Publication, Fall 2010
Developing Visual Literacy
Double-click to enter subtitle
How often do you think about your students’ understanding of the visuals when you are
teaching?
Type in the chat.
55
“Visual tools are a breakthrough in education and not just another tool on the sagging tool belt of endless and uncoordinated ‘best practices’ for teachers.”
David Hyerle (2009)David Hyerle (2009)
“Neuroscience research tells us that the brain has dynamic spatial architecture that networks and maps information.”
Pat Wolfe (2009)Pat Wolfe (2009)
Using the Right Visual ToolUsing the Right Visual Tool
Photographs
Charts, graphs, diagrams
Student Constructed Visual Thinking Tools- Three dimensional graphic
organizers- Graphic organizers
- Science notebooks 66
Poll QuestionPoll Question
Have you ever used ‘foldables’ before?
✔✔ Yes ✖✖ No
88
Foldables – three-dimensional, interactive, student-made graphic organizers
• Reading Tool – give students way of organizing information in a fun and creative way
• Study Tool – provide way for students to self-check their understanding or to use as reference guides
• Assessment Tool – provide way for teachers to diagnose misconceptions, monitor comprehension, assess understanding
FoldablesFoldables
Let’s pause for questions from the audience.
1010
Let’s Fire Up Your Neurons!Let’s Fire Up Your Neurons!
Before you observe the next picture number your paper from 1-6
As you see the visual write down what you think it is
Let’s see how Let’s see how well you did.well you did.
Let’s pause for questions from the audience.
List some of the skills you think a visually literate person should possess.
Type your answer in the chat.
A visually literate person should A visually literate person should be able to… be able to…
► Interpret, understand and appreciate the meaning of visuals
► Communicate more effectively by applying concepts of visual design
► Produce visual messages using computers and other technologies
► Use visual thinking to conceptualize solutions to problems
- International Visual Literacy Association
Developing Visual Literacy
Humans see an
average of 36,000 images every hour
Humans see an
average of 36,000 images every hour
Deep Viewing MethodDeep Viewing Method: “a systematic process for analyzing, understanding, and interacting with visual information.” Pailliotet (1997)
EYES SEE
BRAIN PROCESSES
OBSERVATIONS INFERENCES EMOTIONS
What I Know What I Think What I Feel
SEE - SCAN - ANALYZE SEE - SCAN - ANALYZE
Deep Viewing Method: “a systematic process for analyzing, understanding, and interacting with visual information.” Pailliotet (1997)
Developing Visual Literacy
Make 3 section foldable and label: See – Scan – Analyze Inside label:Observations – Inferences – Emotions
Analyze image and record ideas on foldable
Share ideas in the chat.
Your eyes read and then your mind processes in order to “make meaning.”
The brain works in two ways: • rote memory, which we may remember for Friday’s test • associate new learning with something already known or experienced
The Brain is a sieve!
99% of information is discarded immediately!
3636
If students tag or link new learning. . .
Then they will remember it because they’re adding to their knowledge base.
When students activate and use their prior knowledge then they will make the necessary connections between what they know and the new information.
Let’s pause for questions from the audience.
EYES SEE
BRAIN PROCESSES
OBSERVATIONS INFERENCES EMOTIONS
What I Know What I Think What I Feel
SEE - SCAN - ANALYZE SEE - SCAN - ANALYZE
Deep Viewing Method: “a systematic process for analyzing, understanding, and interacting with visual information.” Pailliotet (1997)
Developing Visual Literacy
Labeled Diagram Labeled Diagram Praying Mantis
Order Mantodea -----Head----
Thorax----
------------------Abdomen-----------------
Front legs modified for grasping
3 Pairs of jointed legs
Compound eyes
Chewing mouthparts
2 Pairs of wings
Antennae
Praying MantisOrder Mantodea -----Head----
Thorax----
------------------Abdomen-----------------
Front legs modified for grasping
3 Pairs of jointed legs
Compound eyes
Chewing mouthparts
2 Pairs of wings
Antennae
Praying MantisOrder Mantodea -----Head----
Thorax----
------------------Abdomen-----------------
Front legs modified for grasping
3 Pairs of jointed legs
Compound eyes
Chewing mouthparts
2 Pairs of wings
Antennae
Praying MantisOrder Mantodea -----Head----
Thorax----
------------------Abdomen-----------------
Front legs modified for grasping
3 Pairs of jointed legs
Compound eyes
Chewing mouthparts
2 Pairs of wings
Antennae
Praying MantisOrder Mantodea -----Head----
Thorax----
------------------Abdomen-----------------
Front legs modified for grasping
3 Pairs of jointed legs
Compound eyes
Chewing mouthparts
2 Pairs of wings
Antennae
Praying MantisOrder Mantodea -----Head----
Thorax----
------------------Abdomen-----------------
Front legs modified for grasping
3 Pairs of jointed legs
Compound eyes
Chewing mouthparts
2 Pairs of wings
Antennae
4444
According to research on the dual-coding theory of information, information is stored in two ways
- linguistic – “words and phrases” - nonlinguistic – “mental pictures”
Therefore it is necessary for [students] to consciously “chunk” information together, in other words they must “recompose” the information, otherwise the working memory will become overloaded and the information will be lost.
David Hyerle (2004)
Praying Mantis
Head Thorax Abdomen
Tree DiagramTree Diagram
Student Created Tree DiagramStudent Created Tree Diagram
Three Dimensional Graphic Three Dimensional Graphic OrganizerOrganizer
Three Tab FoldableThree Tab Foldable
Incomplete MetamorphosisIncomplete Metamorphosis
Complete MetamorphosisComplete Metamorphosis
Let’s pause for questions from the audience.
How People Learn: Brain, Mind,How People Learn: Brain, Mind,Experience, and SchoolExperience, and School
I. Develop a deep foundation of factual knowledge
II. Understand facts and ideas in the context of a framework, and
III. Organize knowledge in ways that facilitate, retrieval and application .
Bransford, Brown, and Cocking (2000), p. 16
Visual learning can foster the obtainment of knowledge that students may not get from verbal text alone
(Mayer et. al., 1996)
Why teach visual literacy?
► Critical aspect of instruction
► Establishes mental pattern for learning
► Help students to access, analyze, communicate
Developing Visual Literacy
Making the Learning Interactive – Student Created Thinking Tools
The construction of thinking tools helps the brain to actively organize
information
“…explicit engagement of students in the creation on
non-linguistic representations stimulated and increased the
activity in their brains.”- Gerlic & Jausovec (1999)
Developing Visual Literacy
Making the Learning Interactive – Thinking ToolsGraphic Organizers
Developing Visual Literacy
Making the Learning Interactive – Thinking ToolsConcept Maps
Developing Visual Literacy
Charts, Graphs, Diagrams Charts, Graphs, Diagrams Macro to Micro ViewsMacro to Micro Views
Different features of illustrations affect the comprehension of the message transmitted by the image.
- use of color - use and placement of arrows- mix of real and symbolic entities- highlighting of words or
parts of image- integration of multiple images
into one visual
Pinto & Ametller (2002)
Developing Visual Literacy
Developing Visual Literacy
Simple Diagrams - labeled drawings (pictures with labels)
Dotted line inset
Simple Diagrams - labeled drawings (pictures with labels)
Developing Visual Literacy
Synthetic Diagrams - connect parts together via arrows or numbers
Developing Visual Literacy
Developing Visual Literacy
Synthetic Diagrams - connect parts together via arrows or numbers
Synthetic Diagrams - Linear
Developing Visual Literacy
Synthetic Diagrams - Cyclical Diagrams
Developing Visual Literacy
Synthetic Diagrams - Tree Diagrams
Developing Visual Literacy
Synthetic Diagrams - Graphs
Developing Visual Literacy
Developing Visual Literacy
Synthetic Diagrams - Grid Patterns
cold
hot
wet dry
desert
tundra
taiga
deciduous forest
savanna
Developing Visual Literacy
Developing Visual Literacy
Developing Visual Literacy
Making the Learning Interactive – Student Created Thinking Tools
“A poorly designed image may transmit a wrong idea and at the same time a lack of knowledge of the visual language may hinder the interpretation of the image.”
“Misuse of the visual language can affect the communication of the concepts intended to be represented by the image.”
Pinto & Ametller (2002)
Developing Visual Literacy
Do alligators really
undergo metamorphosis ?
Developing Visual Literacy
Let’s pause for questions from the audience.
Importance of Developing Visual Literacy
► Growing emphasis on the ‘must have’ skills Emphasis on what students can do with knowledge,
rather than what units of knowledge they have
► Global economy with multiple languages
Greater emphasis on using visuals to convey information, ideas, and complex concepts than words
► Reflects today’s multimedia environment Increased access to and use of technology as the vehicle
for information delivery
Developing Visual Literacy
THANK YOUWarmest Regards & Continued Success
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